Students learn about important people in Texas during its early statehood. They learn about the first governors, when they served, and how they helped Texas. They examine the biographies of Senators Rusk and Houston and identify important things they did for Texas. Finally, they learn about Jane McManus Cazneau and how she made an impact on Texas.
Students read background information about Texas’s annexation to the United States, the creation of a new state government and constitution, and the role of President James K. Polk in admitting Texas to the Union. They review the lesson objectives and examine an image titled “The Annexation of Texas to the Union.” Students then respond to a word cloud prompt by listing as many Texas leaders from the Early Statehood period as they can.
Teacher MovesIntroduce the experience overview and objectives, highlighting that students will study early statehood governors, U.S. Senators Sam Houston and Thomas Rusk, and Jane McManus Cazneau. Use the annexation background to situate the Early Statehood era and, as students submit word cloud responses, note examples of key leaders (such as Sam Houston, Jose Antonio Navarro, Thomas Rusk, Mirabeau Lamar). Organize students into small groups for Scenes 2–4 before unlocking the next scene.
In small groups, students read about the role of the governor as the state’s highest elected official and review a list of all Texas governors using Governors of Texas. Focusing on the first six governors of the Early Statehood period (James Pinckney Henderson, George T. Wood, Peter Hansbrough Bell, J.W. Henderson, Elisha M. Pease, Hardin Runnels), they use linked biographical resources to complete a shared graphic organizer that records each governor’s term and key biographical or political details.
Teacher MovesClarify the significance of the governor’s office and the Early Statehood timeframe (1845–1861). Guide groups as they research and complete the organizer, prompting them to note both service dates and notable actions or policies for each governor. Optionally assign each group one governor to present to the class to reinforce understanding before unlocking the next scene.
Students learn that Sam Houston and Thomas Rusk were the first U.S. senators from Texas and review brief background information about their earlier roles in Texas history. In small groups, they read biographical information about each man using resources such as Thomas J. Rusk, Thomas Jefferson Rusk, Sam Houston: “The Raven”, and Sam Houston. A group note taker records key details in a two-column graphic organizer comparing the senators’ experiences and contributions. Groups then post to a shared wall one important accomplishment of either Rusk or Houston, explaining why it was important and how it affected Texas.
Teacher MovesReview or preview major roles of Rusk and Houston (e.g., convention leadership, military service, presidency of the Republic, governorship) to support students’ reading. Circulate as groups complete the organizer, prompting them to distinguish between biographical facts and significant political or military accomplishments. Use the wall posts to facilitate discussion about which actions had the greatest impact on Texas and why, encouraging students to justify their choices with evidence before moving on.
Students read about the limited leadership opportunities for women in early Texas statehood and are introduced to Jane McManus Cazneau’s support for the Texas Revolution, advocacy for annexation, and work as a writer and political actor. They learn that she undertook a secret peace mission to Mexico, reported from the front lines of the U.S.-Mexican War as the first female American war correspondent, and helped negotiate the Treaty of Guadalupe-Hidalgo. To deepen their understanding, students listen to the audiobiography and read biographical text in Cazneau, Jane Maria Eliza McManus. In small groups, they post to a shared wall the questions they would ask Cazneau if they could meet her.
Teacher MovesEmphasize the historical context of women’s limited rights and highlight how Cazneau’s actions were unusual and influential for her time. Support students as they engage with the audio and text, helping them identify key moments in her life and their impact on Texas and U.S.–Mexico relations. Invite each group to share one question from the wall and prompt other groups to answer from Cazneau’s point of view, encouraging perspective taking and evidence-based reasoning before directing students to complete the evaluation individually.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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